Beyond Universal Models: Predicting Trait Emotional Intelligence’s Context-Contingent Effects on EFL Learners’ Attitudes, Motivation, Anxiety, and Engagement

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 9 (2025), p. 1137-1158
Autor principal:	Rashid Shaista
Otros Autores:	Malik Sadia
Publicado:	MDPI AG
Materias:	Pakistan Language acquisition Code switching Classroom communication Emotions Anxiety Second language learning Motivation Urdu language Attitudes English as a second language instruction English as a second language Emotional intelligence Sociability Emotionality Peer relationships Well being Teachers English language Classrooms Adaptability Learning Activities Competence High Stakes Tests Applied Linguistics English (Second Language) Communication Skills Second Languages Interpersonal Competence Educational Change Empathy Educational Psychology Interpersonal Relationship Evidence Beliefs Language Attitudes English Learners Language Proficiency Emotional Response Learner Engagement Classroom Environment Educational Needs Coping
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Descripción
Resumen:	This study investigates the influence of Trait Emotional Intelligence (TEI) on affective dimensions of English language learning among 515 Pakistani EFL learners, addressing a key gap in Global South research. Using bootstrapped multiple regression and culturally adapted instruments (Cronbach’s α = 0.724–0.857), findings reveal that in Pakistan’s exam-driven, teacher-centered classrooms, well-being significantly enhances attitudes (β = 0.172, p < 0.001), motivation (β = 0.219, p = 0.002), and engagement (β = 0.179, p < 0.001). Emotionality, however, increases anxiety (β = 0.192, p < 0.001) and lowers engagement (β = −0.092, p = 0.025), contradicting global models due to punitive error correction. Sociability shows no significant effect (attitudes: β = 0.038, p = 0.366; engagement: β = 0.019, p = 0.613), reflecting limited peer interaction in hierarchical classrooms. Notably, an emergent auxiliary facet—contextual adaptability—strongly predicts motivation (β = 0.269, p < 0.001) and anxiety (β = 0.109, p = 0.020), highlighting the role of competencies like Urdu–English code-switching. These results call for a Contextually Stratified TEI Framework, emphasizing that while well-being is universal, other TEI dimensions are context-dependent. Implications urge educators to foster well-being, reframe emotionality as a risk-detection skill, and promote adaptability to local linguistic realities.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15091137
Fuente:	Education Database